ࡱ> GIH u'ɀ\pLynn Crossland Ba==;+ 8X@"1Arial1Arial1Arial1Arial1Arial1Arial1Arial1& Wingdings 31Arial""#,##0;\-""#,##0""#,##0;[Red]\-""#,##0""#,##0.00;\-""#,##0.00#""#,##0.00;[Red]\-""#,##0.005*0_-""* #,##0_-;\-""* #,##0_-;_-""* "-"_-;_-@_-,)'_-* #,##0_-;\-* #,##0_-;_-* "-"_-;_-@_-=,8_-""* #,##0.00_-;\-""* #,##0.00_-;_-""* "-"??_-;_-@_-4+/_-* #,##0.00_-;\-* #,##0.00_-;_-* "-"??_-;_-@_-"Yes";"Yes";"No""True";"True";"False""On";"On";"Off"],[$ -2]\ #,##0.00_);[Red]\([$ -2]\ #,##0.00\)                + ) , *  8 (  8!!@ @  8   #  @    0 @    0 @  0 @  ! 8f@@  8f@  8`f @ `/2Sheet1VfSheet2]gSheet3,TZR3 A@@   s>Selectively operates in productive relationships with other agencies, in ways that do not detract from core business of teaching and learning(5)(0)hThere are clear roles, responsibilities and accountabilities for SfL activities across the organisation gKnowledgeable and skilled middle managers are familiar with national, regional and localised strategiesIdentified needs, and decisions about appropriate responses, form the basis of a clearly thought-out curriculum offer  in context of 3 year development planningf SfL heading used to bring together distinctly focused work on SfL Qualifications (literacy/language/numeracy); SfL work linked to other outcomes; key skills (Communication/number); GCSE (English/Maths); additional learning support  all in a framework from pre-entry to Level 2- across all curriculum areas  sharing of resources and expertise across teamsSets realistic  aspirational and  guaranteed minimum SfL targets for different areas of work (in relation to relevant benchmarks). Performance targets in place for retention, achievement, attendance (and progression) for direct provision.Fosters a culture of learner success and achievement (in appropriate ways) across all SfL areas of work. Teaching, learning and guidance (re literacy, language, numeracy) support progression within and across curriculum areasElements of screening/assessment/formative accreditation/planning learning etc are used appropriately to context and to learnerskSfL teaching and learning situations are seen, by learners and staff, as enjoyable, effective, creative etc^SfL materials are relevant, of high quality and are used appropriately across curriculum areasbLearners have easy access to regular, relevant assessment of SfL outcomes, across curriculum areasLearners have access to ICT support for their learning; access to learning resources/support beyond the teaching time; access to wider sources of information and skills rehearsalZAll staff across the organisation recognise the contribution they can make to SfL outcomesStaff delivering SfL learner support, curriculum support and direct teaching are appropriately qualified and have access to cpd (that is linked to organisational/SfL thematic issues) in planned ways. Continuing professional development is seen as more than attendance at training sessions. Staff have access to robust information, advice and guidance re their own professional development.iStaff are addressing their own skills for life needs, as appropriate, with support from the organisation Predictions of staffing needs are linked to current offer and to planned future changes (in relation to subjects; contexts; levels etc)Organisation is selective re its involvement in developments to improve quality  able to resist taking up all that comes along and uses menus of support to foster taking more responsibility for its own quality improvement in planned waysUses inspections, reports and reviews as sources of knowledge to support self improvement. Organisation has access to ways of sharing ideas and practices (externally and internally)Capable, intelligent, holistic organisation re planning, provision and improvement of SfL outcomes for individuals, communities and employers(3)"Learners not offered accreditationNo access to ICT, internet etcP"Non-SfL" staff do not consider any contribution they might make to SfL outcomes]Staff not qualified/skilled; have little or no access to continuing professional development No contact with other organisations; or involved in all sorts of relationships that distract from core business of teaching and learningLUnaware of LSC priorities; doesn't see any potential links to other agenciesTNo assessment undertaken; or screening/assessment done mechanically and unthinkinglyOrganisation inappropriately chases every development opportunity (whether relevant or not) or doesn't take up any opportunity to improve[Knows priorities of LSC/Probation Service/Jobcentre Plus etc and other appropriate agenciesqHas no knowledge of the SfL needs in locality; in target communities; doesn't know where to find such informationThere are confused roles, responsibilities and accountabilities for SfL within the organisation. No one takes overall responsibility or there are too many people trying to do the same jobsManagers submit plans without understanding why. See the plans as documents to be filed. Once completed, plans are rarely referred to.In documents the organisation lists 'this is what we do', rather than describes plans to change. Focus is on now, and the past.DKnows the SfL needs in the target communities/sectors in some detailLeaders and managers see SfL planning as more than plans; and are able to locate SfL in wider agendas. Plans and planning seen as active, continuous processes_Able to plan for SfL change rather than  describe what we do . Focus is on now and the future.tData is collected for others; no use made of it by organisation; data tends to be uncollected, patchy or unreliable Staff within the organisation do not communicate with each other; little or no sharing of information/expertise. Staff see no point in finding out new information about SfL teaching and learningITargets not set; or are set mechanistically with no relating to realitieshLow expectations of learners; culture of low aspiration. Few learners encouraged to really make progress|Learning is seen as boring and unproductive by learners and by teachers. Little stimulation/creativity in planned sessions.1SfL materials are inappropriate or of low quality:Organisation's own staff assumed to not have any SfL needs~Staff of the organisation are unaware of wider developments and strategies. National documents/LSC documents are rarely read.Courses on offer are based on 'what we have always done' or on teacher availability. Little connection between identified needs and the balance/mix of the curriculum programme."SfL" seen as a discrete subject area, disconnected from other curriculum areas. SfL planning and developments done 'in a closed box'.Lessons observations not undertaken; SfL aspects only observed in discrete SfL sessions (not in other e.g. vocational sessions)Ongoing mismatches between staffing, staff availability and the needs of the programme; over reliance on large numbers of staff each teaching a few hours; high level of staff changesOrganisation routinely discounts external sources of information as worthless or irrelevant; reviews and inspections seen as one-off threats; little or no exchanges of expertise across organisation ZSfL seen as a funding opportunity; a way of maximising LSC income. No overall SfL strategySenior managers understand SfL s potential as an underpinning of many other desired outcomes. There is an effective organisational SfL strategy that drives change a<nd improvementx"SfL" not connected in any ways to vocational programmes. No meetings or communication between SfL staff and other staffThere is a clear organisational approach to embedding SfL in a range of vocational programmes. Joint planning between SfL teachers and other teachers. High quality materials used to practise SfL tasks within vocational programmesUses reliable, up to date data as a basis for creating knowledge that can be the basis for decision-making and planning ; MIS data used to review progress and highlight actions to be taken. Monitoring reports are regularly reflected on by managers at an appropriate level. Organisation not able to realistically self-assess; doesn't link self assessing with planning for future i.e. is descriptive. Self assessment done at last minute, by one person. Self assessment done as a one-off task.jCapable of robust self-assessment, of SfL across various parts of the organisation (including SfL within vocational areas), in a way that highlights strengths and identifies next steps to be taken. All appropriate staff are involved in self-assessments. Self assessment feeds into appropriate development plans which can be tracked through performance reviews.A SfL  network across the organisation seeks out information from various sources; selectively updates re SfL issues and trends via newsletters, meetings, conferences etc; and ensures that information is shared across the organisation. Dissemination of approaches to effective teaching and learning. Coaching and mentoring used across the organisation to ensure that improvements become widespread.Lesson observations (and other aspects of quality assurance) undertaken systematically, with a report on SfL outcomes and processes, across all curriculum areas1G. Bateson - Core Skills Development Partnership February 2006B Vv :Z!U%u+ u'ɀ ?ENU  dMbP?_*+%&i4F?'x0    j i k k m m " dXX BP(?x} } m} $?g@0@  @  @  @9@  @    @ +@  @  @X@ K@ x@*@ @@ @  @ @ @@ @  @)@ %&&&&&'  " " ""  " "  " "   " "#  " "   " "  " "   "! 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